The essay will discuss three important aspects of sleeping facilities， nutrition and hand washing for a healthy environment in early childhood education. Learning and developments of children are greatly enhanced by a healthy environment. It will also explain three policies that relate to these aspects. Strategies will also be mentioned to elaborate on the aspects and policies. Families, communities and centres should work together to provide and promote a healthy upbringing of young children. It will also include the areas needed to be improving further in the early childhood healthy environment and safety policies and practices. First, sleeping facilities are very important aspect for promoting health and well-being of children in an early childhood setting. In the centre, sleeping rooms must provide adequate spaces that allow children to move around the bedding, a clean environment, sufficient amount of fresh air, and comfortable temperature. These areas could prevent children from the risk of injury and spreading the illness. Service must protect children’s upbringing and have security within the centre. According to the Licensing Criteria (Ministry of Education, 2008) it shows “clean individual bedding (such as blankets, sheet, sleeping bags, and pillowslips) is provided for sleeping or resting children that is sufficient to keep they warm” (p.15). The review policy explains that individual child’s bedding should be clean and put away after they are used. In the same way parents would prepare their children’s sleeping materials. The early childhood education setting should follow the policy which the government has provided. Within the child care setting should have enough spare bedding for children, incase parents... ... middle of paper ... ...on. (1996). Te whāriki early childhood curriculum: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum.Wellington, New Zealand: Learning Media. Ministry of Education. (1998). Quality in action te mahi whai hua: Implement the revised statement of desirable objectives and practices in New Zealand early childhood services. Wellington, New Zealand: Learning Media. Ministry of Education. (2008). Licensing criteria for early childhood education and care centres 2008 and early childhood education curriculum framework. Wellington New Zealand: Ministry of Education. Ministry of Health. (1997). Ngā kupu oranga: Health messages. A health and safety resource for early childhood services. Wellington New Zealand: Ministry of Health. Ministry of Health. (2010). Well child/Tamariki Ora: Health Book. Wellington New Zealand: Ministry of Health.
Prochner, L. & Howe, N. (2000). Early Childhood Care and Education in Canada. Vancouver & Toronto: UBC Press.
The Early Years Foundation Stage (EYFS) was implemented in England in 2008 and applies to all children aged 0-5. This new curriculum combined existing government ideas regarding the care of under 5s including the 'Every Child Matters' (ECM) policy: children's services have to respond to 5 outcomes for all children from birth to 18: being healthy, being protected from harm and neglect, being enabled to enjoy and achieve, making a positive contribution to society, and contributing to economic well-being. The statutory EYFS document stated a need for a 'coherent and flexible approach to care and learning' (DfES - Department for Education and Skills 2007; cited in Palaiologou, 2010, p.11 ), and ensures a quality experience for children regardless of the pre-school setting. EYFS and its direct predecessors were introduced based on the realisation that quality of teaching and management of schools play a central role in children's quality of learning, not socio-economic and educational background, as was previously thought. Pre-school education was seen as a method of helping children 'break the cycle of deprivation' (Baldock, 2009, p.20). However, research by Potter immediately prior to the inception of the EYFS concluded that due to 'insufficiently rigorous conceptual underpinnings, particularly in the area of language and communicatio...
At the operant level change will be effected by restricting activity to appropriate household locals. The necessity of maintaining order & restoring the orderly state of the environment will be reinforced with positive attention. As a stimulus for taking on the additional responsibility of the infants care rewards will be implemented after discussion of goals with the child. Positive progress will be met with mo...
The Early Years Foundation Stage (EYFS) curriculum in England differs greatly in structure and content to the Te Whariki curriculum in New Zealand; this therefore makes for an interesting comparison. The EYFS was introduced in England, in 2008, by the DfE as a framework that ‘sets the standards for learning, development and care of children from birth to five’ (DfE, 2012). Alternatively, Te Whariki was founded in New Zealand, in 1996, based on the aspirations for children ‘to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society’ (Ministry of Education, 1996). Throughout this essay, the EYFS and Te Whariki curriculums will be compared and contrasted to give a greater understanding of the similarities and differences between England and New Zealand regarding their beliefs about young children’s needs.
Daycares need to provide a comfortable area for the children to sleep, an inconspicuous area for diaper changes and an area for frequent bottle feedings. A daycare must have large, spacious areas which encourage crawling, scooting, and walking in safe, open areas while also providing children with the ability to safely push, pull, roll, and climb (Marion, 2012, p. 108). Younger children are just developing their gross motor skills and tend to fall or bump themselves, so furniture must be safe and low to the ground. Because the children in a daycare are so young, there is a higher risk of injury if the environment is not accommodating. In a school classroom, the majority of children are sturdier, have more advanced gross motor skills, as well as prior knowledge about certain dangers, so while precautions have to be taken, they are not as extreme.
Having a safe and healthy childcare setting is one of the most important duties in a daycare. Educators practising good healthy procedures is a good way for children to learn about healthy choices as educators are, good role models.
The modern nursery school has changed the mold from when it was first introduced. It is centered more around education than daycare. After WWI many different universities set up labora...
Te Whᾱriki is the New Zealand’s early childhood curriculum, which was developed in 1996. Compared with Reggio Emilia Approach, they have similarities as focus on children’s interests; develop children’s learning though interacting in relationship with others, emphasise the importance of environment and adults’ active responding. They also differ in many ways, such as teacher’s role, culture background and documentation and Assessment.
There are two kinds of characteristics in this report, the first one is describing that early childhood development has directly affected by health but other other second one is describing that early childhood development gives an opportunity to the youngster health by providing these factors such as education, income, standard, employment, and the best life style towards adult health. In early childhood education and care (ECED) a enough amount of .income, sufficient food, a healthy environment ,early childhood education programs these all will have influence on schools going child, and as well as on youth development(Chap
To begin, enrolling a child in a child care program can be beneficial for the child in terms of his/her social and emotional development as well as educational achievement. The experience itself seems to have an overall positive effect on children. Firstly, in the area of social interaction, child care aids in develop...
From the perspective I have at this stage in my journey in the early childhood education field, I would like to share what I have come to value and believe in regards to early learning and care by looking at my philosophy statement. To begin we will look at the statement and highlight three key features and find out why they are important to me, then we will see what they will look like in my practice, and lastly we will examine these ideas closely by looking at where they originated. By taking an in-depth look at my philosophy statement we will better understand the motivation behind my practice which I hope to continue to refine and refresh as I gain more knowledge and experience.
Demonstrate a strong understanding of current Australian early childhood education and care reform agenda in Australia since 2007. The Australian ECE and care reform agenda was initiated, in 2007, due to a concern for the wellbeing and increasingly poor outcomes for children in several key areas. Evidence confirmed the importance and impact of a child’s health, well-being, development and learning in the early years, therefore the need for an NQF and NQS was initiated. The impact of social change over recent decades has shown families struggling to function and aid in their child’s development.
As an early childhood educator my job is not to simple play with children. I must plan, provide and supervise all while “playing” with my students. The classroom serves as the physical environment for the children for most of their waking hours. These classrooms need to be attractive and function effectively. Concerns for any early childhood educator should always include space, equipment and materials used, outdoor space and the daily schedule to ensure that all students are provided ample opportunities to learn and grow within a safe and secure environment.
Ministry of Education. (2008). Licensing criteria for early childhood education and care centres 2008 and early childhood education curriculum framework. Wellington New Zealand: Ministry of Education.
Early childhood education plays a key role in a child’s academic development because he or she learns soft skills, job skills, and develop positive traits. Preschool is not like kindergarten, but instead a stepping-stone that prepares young students for the years of schooling they will have later in life. As more schools began to open families wanted to be able to verify that programs would benefit and protect their children. In response, the National Association for the Education of Young Children was made to help families find the best care for their children, by providing the early childhood educators with training and ensuring the quality of children’s daily experiences. (“NAEYC”5).